El Marco Educación 2030

El Marco Educación 2030

The Education 2030 Framework for Action outlines how to translate into practice the commitments made in Incheon, and how to achieve the SDG4 targets by 2030.

SDG4 commitments – what does it mean at a country level?

‘Implementing’ SDG4 at country level implies an effort to align/adapt national education policy and planning to global targets and policy priorities reflected in the 2030 agenda. SDG4 targets and policy priorities should be part of existing national education policies, plans and processes. Efforts to realize SDG4 commitments should not result in parallel or separate plans or processes.

The need for partners coordination

Translating SDG4 commitments into national education development efforts involves the engagement of a wide range of partners at all levels. Strong multi-stakeholder partnerships linked to broader SDG processes are essential for successful translation of 2030 commitments into national education development efforts.

  • Principles for mutual accountability: The principles of (i) country ownership, (ii) focus on results, (iii) transparency, and (iv) shared responsibility, apply to all partners at all levels, as well as to all stages of policy, planning and implementation cycles.
  • Coordination of partners: Partners are expected to clearly define their respective commitments and the nature of their support based on their own comparative advantage. Given the diversity of both development partners and the support they may provide, coordination is key at country, regional and global levels.
  • Coordination at country level: Coordination may be ensured through a variety of existing mechanisms or partnerships. The nature and dynamics of existing education sector coordination mechanisms vary across diverse country settings, and SDG4 commitments may require the strengthening and/or adaptation of these existing mechanisms.
  • SDG-Education 2030 Steering Committee: At the international level, the SDG Education 2030 Steering Committee, convened by UNESCO, constitutes the global multistakeholder governance mechanism for SDG4. The primary objective of the Steering Committee is to support Member States and partners to achieve the ten targets of SDG4 and other education-related targets of the global agenda. The Steering is mandated to provide strategic guidance to Member States and the education community, make recommendations for catalytic action, advocate for adequate financing, and monitor progress toward SDG4 targets through the UNESCO Institute for Statistics and the Global Education Monitoring Report. The Steering Committee is composed of 38 members representing a majority from Member States, as well as World Education Forum 2015 co-convening agencies (UNESCO, UNDP, UNFPA, UNHCR, UNICEF, UN Women, the World Bank, ILO), OECD, GPE, regional organizations, teacher organizations, and civil society networks. Representatives of the GCE are members of this committee.
  • Coordination mechanisms at regional/sub-regional levels: Regional coordination mechanisms should build on existing mechanisms and structures, including with the broader UN coordination mechanisms for monitoring and reporting on the overall SDG framework.

The regional and sub-regional levels are key both to informing the global Steering Committee about regional realities and national priorities, as well as to translating global guidance provided by the global Steering Committee into country-level action.

Source: UNESCO’s Unpacking Sustainable Development Goal 4